Browsing by Author "Modumba Camacho, Edison Rolando"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemLa interculturalidad como eje transversal en los aprendizajes de las y los niños del séptimo año de Educación Básica de la Escuela “Darío Guevara” del Cantón Puerto Quito, Provincia Pichincha en el año lectivo 2009 - 2010.(Universidad Estatal de Bolívar. Facultad de Ciencias de la Educación, Sociales, Filosóficas y Humanísticas. Escuela de Ciencias Básicas, 2010) Martinez Montero, Lucrecia Alexandra; Modumba Camacho, Edison Rolando; Andrade Santamaria, JorgeThe present investigation one carries out in the students of the school Dario Guevara of the canton Puerto Quito province of pichincha in the period elective 2009 – 2010. This investigation was planned with the general objective of developing the inter- culturality like like traverse axis in the learning of the children of the seventh year of basic education of the school Dario Guevara and as specific objectives; to identify the different philosophical and pedagogic positions that speak of the inter-culturality in the educational practice, of the inter – culturality in the education, to design a proposal for the development of the interculturality like traverse axis in the school investigation object. This study was carried out especially in the seventh year-old students that study in the school Dario Guevara of the canton Puerto Quito, for that which primary and secondary information was obtained, a survey format was applied to the students and the representatives and an interview to the teachers. We have considered important to apply the following independent variable, inter.culturality like traverse axis and dependent variable development of the inter-learning it is undeniable that the home culture like part of the biggest society is a dynamic relationship with nature and the social group where is configuring the cultural identity, preponderant factor in area of the personality, the inter – culturality has as purpose to reach a society in which the human rights are not harmed and one walks to a peaceful and harmonious coexistence among all the human beings. The most appropriate methods were used to the investigation. Inductive. - It allows us to leave the peculiar of the knowledge of the educational work with the students, their planning and contents before arriving to the general of the formation of the students and it allows us to conclude in the analyses of the causes and their effects that are in the present problem. Deductive. - It allows us to have a reflexive, synthetic and analytic access of the problem, their manifestations and effects and to assume general conclusions of easy application in the alternative solution of the problem. Historical logical. - It allows to be carried out a historical analysis of the advance of the educational problem, especially in detecting the failures of the students. Inside the analysis and interpretation of results the most remarkable were: In the seventh years of basic education there is a great cultural wealth and certainly diversity of cultures, the one that prevails is the mestizo culture, then the montubios, in a less percentage the African-Ecuadorian culture and the natives (Indians), some children are also themselves determined as white, being noticed an absence in the recognition of their identity. The representatives of the school in their majority foment the dialogue in their children, they also inculcate in a less percentage the customs and the traditional parties and in that way to achieve that doesn‟t get lost their cultural identity. In the educational ones (teachers) it is a knowledge that goes varying and changing due to the time, the students partly relate knowledge with their culture since today new learning forms exist and in the only way that they relate it is the different events that carries out the institution and of the home and they maintain this way the relationship with their culture. With the obtained data it has been able to check the hypothesis in the following way: the inter-culturality influences in the social and cultural development of the children and seventh year of basic education and this way we can more thoroughly know the failures that the students present in the moment to be related in the inter-learning with the other members of the group of different cultures. It has been reached the following conclusion: That the children and the seventh year of basic education need to have a deep knowledge of the inter-culturality meaning because it exists a percentage that themselves denominate according to their own approach, without realizing that culture comes in fact, so that the educational one should make conscience and to work in group, developing all the values, as the respect, reciprocity solidarity, etc. In the final recommendation, it is suggested to carry out seminaries of coexistence intercultural and to foment the cooperation relationships with the school, social parts and cultural sectors so that they solve their cultural differences with understanding words, knowing that all are people that are in process of formation intercultural to learn how to cohabit with the other without caring the culture of which comes. As one of the most important characteristics in the proposal, it is important to emphasize that in this pedagogic strategy practices the differences cultural present in the classroom, It isn‟t the object of an intercultural education, but to welcome each students cultural wealth that strengthens the academic coexistence from their Cosmo-vision, without imposition or domain of a new culture that it is very common in the school spaces, where the learning is imposed, without considering the cultural diversity of students.